John D Coley
Biographic Data
| ID | 5757902 |
|---|---|
| NAME | John D Coley |
| GIVEN NAMES | John D |
| FAMILY NAME | Coley |
| SIGNATURE | COLEY J D |
| AFFILIATIONS | Northeastern University |
| ORCID | 0000-0002-8641-9499 |
| VERIFIED | Yes |
| TOTAL WORKS | 8 |
| TOTAL CITATIONS | 35 |
| AUTHOR COUNT | 8 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1990 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
An Underview Effect? Psycho-Social Impacts of Saturation Diving Among Aquanauts
Aquanauts—people who live and work underwater for extended periods—have anecdotally reported cognitive shifts in how they perceive the ocean environment and their role in it. This experience bears resemblance to the cognitive shift astronauts have experienced when first seeing our planet from space, dubbed “The Overview Effect.” This shift involves an intense feeling of awe that increases astronauts’ sense of connection to humanity and the entire…
Cross Cultural Differences in Essentialist Beliefs about Religion Categories: Comparing Northern Ireland to the US
To examine cultural differences in beliefs about social categories, two studies examined whether there are differences between Northern Ireland and the US in the strength of essentialist beliefs about eleven social dimensions including culturally salient dimensions of religion and race. In both studies religion categories were essentialized more by participants in Northern Ireland who viewed them as more natural but no more cohesive than US parti…
How essentialist beliefs about national groups differ by cultural origin and study abroad experience among Chinese and American college students
Nationality constitutes a salient part of social categorization. However, little research has examined how people form nationality concepts and how it may be shaped by culture and experience. The current study aims to investigate essentialist beliefs about nationality in participants from two cultural origins: the United States and China. In both samples, we compared college students studying domestically and internationally ( N = 290) by using d…
Development of essentialist thinking about religion categories in Northern Ireland (and the United States)
Social essentialism, the belief that members of certain social categories share unobservable properties, licenses expectations that those categories are natural and a good basis for inference. A challenge for cognitive developmental theory is to give an account of how children come to develop essentialist beliefs about socially important categories. Previous evidence from Israel suggests that kindergarteners selectively engage in essentialist rea…
The Green Eyed Monster: Linguistic Influences on Concepts of Envy and Jealousy in Russian and English
The present study examined linguistic relativity in the domain of emotion terms. Exp. 1 showed that American English speakers use the word "jealous" to describe both situations involving envy and those involving jealousy, whereas Russian speakers describe emotions involved in the situations using the Russian terms revnuet and zaviduet in a mutually exclusive manner. Bilinguals performed according to the language they were tested in. In Experiment…
Categorization and Reasoning among Tree Experts: Do All Roads Lead to Rome?
Essentialist beliefs in children: The acquisition of concepts and theories
In their first few years of life, children are making sense of the world at two levels at once: at the fine-grained level of everyday object categories (deciding which things are trees and which are dogs and which are cookies), and at a broader level that some have called commonsense “theories.” Both are remarkable achievements. First, consider categorization. If children's vocabulary is any indication, by the age of 6 they have carved up the wor…
The importance of knowing a dodo is a bird: Categories and inferences in 2-year-old children
This study examined 2-year-old children's ability to make category-based inferences. Subjects were asked a series of questions that they could answer based on category membership, appearances, or both. In one condition, all pictures were named; in a second condition, none were named. Children performed well on prototypical pictures regardless of whether they were named; on atypical pictures, they performed better when category labels were provide…
The importance of knowing a dodo is a bird: Categories and inferences in 2-year-old children
This study examined 2-year-old children's ability to make category-based inferences. Subjects were asked a series of questions that they could answer based on category membership, appearances, or both. In one condition, all pictures were named; in a second condition, none were named. Children performed well on prototypical pictures regardless of whether they were named; on atypical pictures, they performed better when category labels were provide…
Development of essentialist thinking about religion categories in Northern Ireland (and the United States)
Social essentialism, the belief that members of certain social categories share unobservable properties, licenses expectations that those categories are natural and a good basis for inference. A challenge for cognitive developmental theory is to give an account of how children come to develop essentialist beliefs about socially important categories. Previous evidence from Israel suggests that kindergarteners selectively engage in essentialist rea…
The Green Eyed Monster: Linguistic Influences on Concepts of Envy and Jealousy in Russian and English
The present study examined linguistic relativity in the domain of emotion terms. Exp. 1 showed that American English speakers use the word "jealous" to describe both situations involving envy and those involving jealousy, whereas Russian speakers describe emotions involved in the situations using the Russian terms revnuet and zaviduet in a mutually exclusive manner. Bilinguals performed according to the language they were tested in. In Experiment…
The importance of knowing a dodo is a bird: Categories and inferences in 2-year-old children
This study examined 2-year-old children's ability to make category-based inferences. Subjects were asked a series of questions that they could answer based on category membership, appearances, or both. In one condition, all pictures were named; in a second condition, none were named. Children performed well on prototypical pictures regardless of whether they were named; on atypical pictures, they performed better when category labels were provide…
Essentialist beliefs in children: The acquisition of concepts and theories
In their first few years of life, children are making sense of the world at two levels at once: at the fine-grained level of everyday object categories (deciding which things are trees and which are dogs and which are cookies), and at a broader level that some have called commonsense “theories.” Both are remarkable achievements. First, consider categorization. If children's vocabulary is any indication, by the age of 6 they have carved up the wor…
Categorization and Reasoning among Tree Experts: Do All Roads Lead to Rome?
The Green Eyed Monster: Linguistic Influences on Concepts of Envy and Jealousy in Russian and English
The present study examined linguistic relativity in the domain of emotion terms. Exp. 1 showed that American English speakers use the word "jealous" to describe both situations involving envy and those involving jealousy, whereas Russian speakers describe emotions involved in the situations using the Russian terms revnuet and zaviduet in a mutually exclusive manner. Bilinguals performed according to the language they were tested in. In Experiment…
Development of essentialist thinking about religion categories in Northern Ireland (and the United States)
Social essentialism, the belief that members of certain social categories share unobservable properties, licenses expectations that those categories are natural and a good basis for inference. A challenge for cognitive developmental theory is to give an account of how children come to develop essentialist beliefs about socially important categories. Previous evidence from Israel suggests that kindergarteners selectively engage in essentialist rea…
How essentialist beliefs about national groups differ by cultural origin and study abroad experience among Chinese and American college students
Nationality constitutes a salient part of social categorization. However, little research has examined how people form nationality concepts and how it may be shaped by culture and experience. The current study aims to investigate essentialist beliefs about nationality in participants from two cultural origins: the United States and China. In both samples, we compared college students studying domestically and internationally ( N = 290) by using d…
Cross Cultural Differences in Essentialist Beliefs about Religion Categories: Comparing Northern Ireland to the US
To examine cultural differences in beliefs about social categories, two studies examined whether there are differences between Northern Ireland and the US in the strength of essentialist beliefs about eleven social dimensions including culturally salient dimensions of religion and race. In both studies religion categories were essentialized more by participants in Northern Ireland who viewed them as more natural but no more cohesive than US parti…
An Underview Effect? Psycho-Social Impacts of Saturation Diving Among Aquanauts
Aquanauts—people who live and work underwater for extended periods—have anecdotally reported cognitive shifts in how they perceive the ocean environment and their role in it. This experience bears resemblance to the cognitive shift astronauts have experienced when first seeing our planet from space, dubbed “The Overview Effect.” This shift involves an intense feeling of awe that increases astronauts’ sense of connection to humanity and the entire…
Psychology (6 works) · Cognitive psychology (4 works) · Essentialism (4 works) · Categorization (3 works) · Child and Animal Learning Development (3 works) · Cognition (3 works) · Developmental psychology (3 works) · Epistemology (3 works) · Social and Intergroup Psychology (3 works) · Social Psychology (3 works)